In this lesson, I will introduce Ecology by defining Ecology and I will activate schemas by reviewing concepts and terms that should have been covered in middle school (biotic and abiotic factors, individuals, species, populations, communities, and biomes). I will then discuss the interconnectedness of these elements in the ecosystem and define equilibrium in an ecosystem. Students will be asked to make predictions as to what might happen if any one element is eliminated from an ecosystem.
Objectives
Students will be able to…
Define and identify biotic and abiotic factors in ecosystems
Define and identify different organizational levels in an ecosystem (individual, species, population, community, biome)
Define equilibrium in an ecosystem
Make predictions about the consequences of eliminating an element in an ecosystem
What would happen to you if we eliminated any one of these items?
"How many of you care about ecology? Does anyone know what Ecology means?"
Ecology is the study of the interactions between organisms and the living and non-living components of their environments. Today we will explore the various parts of an ecosystem and organizational levels at which they are studied. By the end of the day you will be able to describe various components of ecosystems and how their these components are essential to an organisms survival in an ecosystem.
Learning Activities
Students will be placed in heterogeneous groups and will pick a familiar organism out of a hat (squirrel, shark, bird, etc). Students will then brainstorm all other organisms and parts of the environment that the organism interacts with and needs to survive. I will walk around the room to check on their brainstorming progress. Students will then draw their organisms showing all of the parts of the ecosystem the organism needs to survive (10 min.). When students are finished, I will ask them to share out some of the elements and relationships they identified as being necessary for their organism (10 min.). On the board, I will have 2 columns: one labeled living things, and one labeled non-living things. Students will share out elements in their drawings.
Is this a living or non-living component?
What are the non-living components of an ecosystem called?
What are the living components of an ecosystem called?
Are there any components that we may have missed or overlooked?
I will then relabel the columns "biotic factors" and "abiotic factors".
Next I will put a picture of an ecosystem containing the 5 organizational levels of ecosystems on the overhead (unlabeled). “This picture is a representation of the 5 organizational levels of ecosystems.” (10 min)
Does anybody remember any of these organizational levels?
What part of this picture represents the smallest level? The largest level?
What does this (insert portion of picture) represent?
How can we define…(Individual, population, community, ecosystem, biosphere)?
Have any of you depicted any of these levels of organization in your drawings?
Closing (remaining 10-15 min)
“So today we identified and defined some important elements in ecosystems and the levels in which they are studied. At the beginning of class we defined ecology as the study of the interactions between organisms and the living and non-living components of their environments. One of the essential themes of ecology is interconnectedness.
How did this activity relate to our definition of ecosystem?
Do you think some kind of balance is needed within ecosystems for organisms to survive?
What is another word for balance? (Discuss term equilibrium)
What would happen to the organism in your drawing if any of the elements in your drawing were eliminated?
Would that ecosystem still be in balance/equilibrium?
What types of things do you think could cause this imbalance (disequilibrium) in an ecosystem?
Can an ecosystem experience subtle changes and still be considered to be in equilibrium?
Please finish up your worksheet and hand it in. Make your names are on it.
Assessment
Assessments will be formative. I will assess student learning from the questions I ask in class, their drawings, and the questions at the bottom of the drawing worksheet.
Additional Notes
Completed graphic organizers will be made available to students with IEPs who need notes to be taken for them.
Lesson Overview
In this lesson, I will introduce Ecology by defining Ecology and I will activate schemas by reviewing concepts and terms that should have been covered in middle school (biotic and abiotic factors, individuals, species, populations, communities, and biomes). I will then discuss the interconnectedness of these elements in the ecosystem and define equilibrium in an ecosystem. Students will be asked to make predictions as to what might happen if any one element is eliminated from an ecosystem.
Objectives
Students will be able to…
Materials
Preparation Notes:
Instruction:
Opening: (5-10 min.)
Write list on the board.
"How many of you care about ecology? Does anyone know what Ecology means?"
Ecology is the study of the interactions between organisms and the living and non-living components of their environments. Today we will explore the various parts of an ecosystem and organizational levels at which they are studied. By the end of the day you will be able to describe various components of ecosystems and how their these components are essential to an organisms survival in an ecosystem.
Learning Activities
Students will be placed in heterogeneous groups and will pick a familiar organism out of a hat (squirrel, shark, bird, etc). Students will then brainstorm all other organisms and parts of the environment that the organism interacts with and needs to survive. I will walk around the room to check on their brainstorming progress. Students will then draw their organisms showing all of the parts of the ecosystem the organism needs to survive (10 min.). When students are finished, I will ask them to share out some of the elements and relationships they identified as being necessary for their organism (10 min.). On the board, I will have 2 columns: one labeled living things, and one labeled non-living things. Students will share out elements in their drawings.
I will then relabel the columns "biotic factors" and "abiotic factors".
Next I will put a picture of an ecosystem containing the 5 organizational levels of ecosystems on the overhead (unlabeled). “This picture is a representation of the 5 organizational levels of ecosystems.” (10 min)
Closing (remaining 10-15 min)
“So today we identified and defined some important elements in ecosystems and the levels in which they are studied. At the beginning of class we defined ecology as the study of the interactions between organisms and the living and non-living components of their environments. One of the essential themes of ecology is interconnectedness.
Please finish up your worksheet and hand it in. Make your names are on it.
Assessment
Assessments will be formative. I will assess student learning from the questions I ask in class, their drawings, and the questions at the bottom of the drawing worksheet.
Additional Notes
Completed graphic organizers will be made available to students with IEPs who need notes to be taken for them.
Homework
Complete worksheet if not finished in class.
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